Sunday, 24 September 2017

Predictable news

I made my submission to the Commonwealth inquiry into rural/remote schools ( The submission can be found in 'Resources' on the Glen Park website.) and will be attending one of their forums in Bendigo on the 10th October. This news is of course NOT NEWS to me.

DET ( both Victorian and Commonwealth) have been asleep at the wheel for decades on this. There is no Victorian strategy for bridging the gulf in fact DET seem to have outsourced their responsibilities to rural education to the CEP!

Government warned of widening gap between country and metropolitan schools

Students in regional and remote parts of Australia are up to two years behind their metropolitan peers in NAPLAN English and PISA maths tests, and this gap is likely to widen in coming years if major funding and structural issues are not addressed, according to the Australian Education Union.

In a submission to the Australian Department of Education's ongoing review into regional, rural and remote education, the AEU has warned that changes to federal funding for public schools will magnify these "issues that confront students in non-metropolitan areas".

The AEU represents about 185,000 principals, teachers and other educators.

Under the Turnbull government's new funding model, dubbed Gonski 2.0, AEU president Correna Haythorpe said most public schools will not meet the accepted funding benchmark by 2023, and this will disproportionately affect students in non-metropolitan areas.

"Across Australia, 87 per cent of public schools will not reach their schooling resource standard by 2023, it's going to have a significant impact," Ms Haythorpe said.

"In the country, 70 per cent of children are educated in public schools and we are very concerned that achievement gaps will widen if we do not address resourcing issues."

Ms Haythorpe said delays in reaching the resourcing standard will mean that these students will "experience compound disadvantage".

Between 30 and 40 per cent of children in remote and very remote areas are considered vulnerable in one or more of five key domains – physical, social, emotional, language and cognitive, or communication and general knowledge – when they enter school, according to the Australian government's 2015 early development census

This falls to about 21 per cent of children entering schools in major cities. Students with a low socioeconomic status are also over-represented in regional and remote schools, according to the AEU submission.

Gae Masters, a NSW Teachers Federation councillor, said that "a funding shortfall risks magnifying the existing challenges that we face".

Mrs Masters, who is principal at Kyogle High School in northern NSW, said the school performs below the state average in NAPLAN tests and has issues "with reading, writing, numeracy, spelling, grammar and punctuation".

She said the school would ideally "increase professional development for staff to upskill them in delivering a differentiated curriculum [and] employ youth workers" to address attendance issues relating to the high number of students who have part-time jobs.

However, Mrs Masters said a lack of resources means she can't seek targeted support for students or cover the costs of sending staff to professional development days in major cities, which add up to as much as $1500 per teacher for regional schools compared to $500 for city schools.

"We do well with what we have but it feels like we can just do the minimum," she said.

"We're reacting to NAPLAN results and poor HSC results rather than being in a situation where we can be proactive in our educational approach and look at what we can do to lift all students' results."

The AEU submission also includes a number of recommendations to address the gap in educational outcomes in different parts of the country.

These include the need for "comprehensive workforce planning ... across the states and territories" to improve teacher quality and retention, the need for improvements in initial teacher education, and the need for a far greater focus on improving outcomes for Aboriginal and Torres Strait Islander children.

The government's review is being led by Flinders University professor John Halsey and aims to "consider the key challenges and barriers that impact on [country] students' learning outcomes". The final report and recommendations are due by the end of the year.

From the AEU

Federal Government funding cuts to public schools will magnify the stark disadvantages already facing regional, rural and remote public schools around Australia, a submission to a government education inquiry has found.

‘The Turnbull plan already concentrates funding shortfalls among public schools. Our submission shows the Federal Government is prepared to heighten that impact for country children, 70 per cent of whom are enrolled in government schools,’ said Correna Haythorpe, Federal President of the Australian Education Union.

Schools in regional, rural and remote areas already face learning challenges compared to their metropolitan peers on NAPLAN. International measures of learning progress such as PISA tell a similar concerning story, with 2015 results revealing a two-year gap in maths literacy between metropolitan and remote students.

‘Like the Federal Government’s unjustifiable decision to cap its funding of government schools to just 20 per cent of the schooling resource standard, as it funds private schools at 80 per cent, there can be no reasonable excuse to further discriminate against public schools that happen to be located in regional, rural and remote areas,’ Haythorpe said.

‘The Turnbull Government’s low-ambition, low-growth trajectory for public school funding will fall most heavily on country children. More broadly, many public schools will remain below the schooling resource standard, and an increasing proportion of wealthy private schools above it, even after ten years.

‘Already struggling with challenges around distance, facilities, teacher retention, support services and professional development, rural, regional and remote schools will now have to contend with inadequate funding for longer, and children will bear the brunt,’ Haythorpe said.

The union is calling for public schools to be funded at 100 per cent of the schooling resource standard, increasing the proportion of Federal funding to public schools to reflect the Federal Government’s greater revenue-raising capacity, and the immediate reversal of cuts to disability servicesacross public schools in five states and territories.

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About Me

This blog highlights what we do daily at Glen Park Primary School and also features literature unit plans which I put on Teachers Pay Teachers.It also includes commentary on education issues from my perspective. This is not a school blog but a personal blog ( without the photos of pets and what I had for breakfast .)